What benefit will accrue to the Negro from the teaching of Negro history? If the purpose of history teaching in our schools is to train for citizenship, what kind of a citizen will the Negro be, if the history he studies does not comprehend his race? The education of any race is incomplete unless it embodies the ideals of that race. The histories taught in Negro schools were not written in contemplation of the race. They were written for the white man and are the embodiment of his ideals and prejudices. The teaching of Negro history to the Negro youth is necessary to inspire race pride and arouse race consciousness. The study of what his race has done under adverse circumstances will animate the Negro youth to greater achievements. By contemplating the deeds of the worthy members of his own race the Negro youth will have his aspirations raised to attain the highest objective of life. Because of existing conditions the inevitable conclusion is, that Negro history should be taught in all the schools of all races in the United States. The history outline should provide that Negro history supplement the regular text in United States history. The teaching of Negro history will bring a knowledge of those essential elements without which there can be no solution of the race problem. Standing upon the vantage ground of history retrospecting the past and prospecting the future, every real seeker of the truth can catch a glimmer of the glory in the realization of the prophetic utterance: "Princes shall come out of Egypt and Ethiopia shall soon stretch forth her hand to God." J. W. BELL. FOOTNOTES: [1] An address delivered before the Association for the Study of Negro Life and History at Louisville, November 23, 1922. NEGRO BIOGRAPHY[1] Twenty years ago I became interested in the study of Negro biography. I was anxious to know more about the personal histories of a score or more of Negro men and women whose part in helping to make the history of the Negro in the United States stood out pre-eminently. I did not desire detailed accounts of their lives at that time, but I did wish to know when and where they were born, how they made their way to front rank, how they suffered, fought, and sacrificed, where they spent their declining years, and when they passed away. I found the field of Negro biography a neglected one. I set to work, in my weak way, then, to bring to light the main facts in these personal histories.